Evaluating Discipline-Based Education Research for Promotion and Tenure

被引：20
|
作者：
Dolan E.L. [1 ]
Elliott S.L. [2 ]
Henderson C. [3 ]
Curran-Everett D. [4 ]
St. John K. [5 ]
Ortiz P.A. [6 ]
机构：
[1] Department of Biochemistry and Molecular Biology, The University of Georgia, B210B Davison Life Sciences, Athens, 30602, GA
[2] St. Mary’s College of Maryland, St. Marys City, 20686, MD
[3] Western Michigan University, Kalamazoo, MI
[4] Colorado School of Public Health, University of Colorado Denver, Denver, 80204, CO
[5] James Madison University, Harrisonburg, 22807, VA
[6] State University of New York, Albany, NY
来源：
Innovative Higher Education | 2018年 / 43卷 / 1期
关键词：
Discipline-based education research; Faculty evaluation; Promotion; Tenure;
D O I：
10.1007/s10755-017-9406-y
中图分类号：
学科分类号：
摘要：
Discipline-based education research (DBER) is an emergent, interdisciplinary field of scholarship aimed at understanding and improving discipline-specific teaching and learning. The number of DBER faculty members in science, technology, engineering, and mathematics (STEM) departments has grown rapidly in recent years. Because the interdisciplinary nature of DBER involves social science, senior STEM faculty members may find it challenging to evaluate the quality or impact of DBER scholarship. This essay aims to address this issue by providing guidance on evaluating the scholarly accomplishments of DBER faculty members in a way that is useful to departmental colleagues and administrators during the tenure and promotion evaluation process. © 2017, The Author(s).
引用
收藏
页码：31 / 39
页数：8
相关论文
共 50 条
12345